Return to search

The Assistive Technology Skills, Knowledge, and Professional Development Needs of Special Educators in Southwestern Virginia

Assistive technologies can aid in removing many of the barriers that students with disabilities face in today's classroom. This study addressed special educators' perceptions of the facilitators for the successful implementation of assistive technology devices, skills and knowledge, and need for professional development. A self reporting questionnaire was designed to collect data. The questionnaire was mailed to 1164 special educators in southwestern Virginia. Educators reported that funding, time, technical assistance, assistive technology awareness and knowledge, professional development opportunities, and administrative support were highly important facilitators to the successful implementation of assistive technology. Special educators revealed an average level of skills and knowledge and need for professional development on 25 out of 27 assistive technology competencies. Furthermore, educators reported a preference for professional development opportunities in group settings that involved hands-on learning experiences. / Ed. D.

Identiferoai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/26906
Date24 April 2006
CreatorsGustafson, Glenna Scarborough
ContributorsCurriculum and Instruction, Asselin, Susan B., Doolittle, Peter E., Williams, Thomas O. Jr., Cennamo, Katherine S.
PublisherVirginia Tech
Source SetsVirginia Tech Theses and Dissertation
Detected LanguageEnglish
TypeDissertation
Formatapplication/pdf
RightsIn Copyright, http://rightsstatements.org/vocab/InC/1.0/
RelationGustafsonETD.pdf

Page generated in 0.0024 seconds